AXIOLOGICAL MODELS OF EDUCATION AND THE PROBLEM OF ITS CONTINUITY

Abstract

The aim of the article is to analyze axiological models of education in the context of the problem of its continuity. The author carried out a socio-philosophical analysis of the main axiological models of education: theocentric, sociocentric, naturocentric and anthropocentric. The experience of the functioning of private pedagogical systems based on these value models was also generalized. The analysis showed that each of the above mentioned axiological models of education has certain advantages and disadvantages. Moreover, none of them exists in its pure form, although this or that axiological dominant always takes place in the educational process. The theoretical significance of the study lies in the fact that the author concluded that following the value priority of a particular axiological model of education while enriching it with elements of other models ensures the development of the educational process and its continuity, which allows satisfying the educational needs of a person and society that are transformed in the process of life. This conclusion has significant practical value for the preparation of programs and projects for the development of educational organizations and educational systems in terms of their goal-setting and the choice of means to achieve the stated goals and objectives.